Siting program planning theory in adult education: The selective tradition of privileging technical rationality
Abstract
Planning theory in adult education attempts to improve planning practice by prescribing a "selective tradition" of technical rationality. The problem is that this tradition selectively organizes our attention to only certain possibilities of action, thereby limiting our sense of what counts as planning practice and thus limiting our sense of what adult education could be. In this paper we depict the historical development of planning theory in order to show how effectively this selective tradition has managed planning theory discourse.
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Recommended Citation
Wilson, A. L.,
&
Cervero, R.
(1995).
Siting program planning theory in adult education: The selective tradition of privileging technical rationality.
Adult Education Research Conference.
Siting program planning theory in adult education: The selective tradition of privileging technical rationality
Planning theory in adult education attempts to improve planning practice by prescribing a "selective tradition" of technical rationality. The problem is that this tradition selectively organizes our attention to only certain possibilities of action, thereby limiting our sense of what counts as planning practice and thus limiting our sense of what adult education could be. In this paper we depict the historical development of planning theory in order to show how effectively this selective tradition has managed planning theory discourse.
